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Context: In the present study, we explore what motivates young adults to re-engage with education or employment after a period of non-engagement. Insights into this process facilitate the implementation of tailored support measures for at-risk groups. It is well-known that young people who are not involved in any kind of education, employment, or training face further risks to their professional and psychological development. Methods: Using a grounded theory approach, interviews with young adults from various educational tracks were analyzed, compared, and contrasted. The sample was focused mainly on apprentices in extra-vocational training and professionals working with young people to describe the process of re-engaging in detail (n = 30). Findings: Our analyses suggested that frustrating prior experiences and offers to participate in government-funded vocational training prompted motivation to learn an occupational skillset. Undergoing an apprenticeship enabled young adults to develop the motivation to finish vocational training and to plan on further education.Conclusion: The implications of these results as they pertain to Germany's labor market policies, which foster a sense of individual responsibility to facilitate the achievement of professional success, are discussed. Furthermore, the implications for supporting further educational aspirations when working with young adults are discussed.

Das Konzept der Ökosystemleistungen hat großes Potenzial, Natur- und Artenschutz in der breiten gesellschaftlichen Debatte stärker zu verankern. Es verdeutlicht als Bewertungsrahmen den Nutzen von Naturleistungen im weitesten Sinne und wird bezüglich seiner Reichweite und seiner notwendigen Operationalisierung für die räumliche Planung intensiv diskutiert. Im Sinne einer Integration in die gesellschaftliche Debatte um einen nachhaltigen Umgang mit natürlichen Ressourcen ist das Konzept daher in den Kanon der Bildungsangebote einzubeziehen - über die 'klassischen' Angebote und Themen der Umweltbildung hinaus. Der vorliegende Beitrag zeigt exemplarisch auf, wie das Konzept in der schulischen Bildung (am Beispiel des Freistaates Sachsen), der Hochschulbildung in ausgewählten Fachbereichen in Deutschland und in der Fortbildungslandschaft für Planungspraktiker (in Deutschland, Österreich und der Schweiz) vermittelt wird und wo Ansätze und Defizite für eine künftige zielführende Operationalisierung des Konzeptes liegen. Der Fokus liegt explizit auf der Umweltbildung und der Bereitstellung von Bildungsangeboten für Akteure der räumlichen Planung und spiegelt die aktuelle Angebotslandschaft in den genannten Bereichen. The concept of ecosystem services has great potential to anchor nature conservation and species protection more firmly in a broader social debate. As an assessment framework, it illustrates the benefits of natural services in the broadest sense and is the subject of intense debate with regard to its scope and the operationalization required for spatial planning. In the sense of an integration into the social debate about the sustainable use of natural resources, the concept should be included in the canon of educational offers - beyond the "classical" offers and topics of environmental education. This paper exemplifies how the concept is taught in school education (using the example of the Federal State of Saxony, Germany), and in higher education in selected subject areas in Germany as well as in the further education landscape for planning practitioners (in Germany, Austria and Switzerland). The paper shows approaches and deficits for a future goal-oriented operationalization of the concept. The focus is explicitly on environmental education and the provision of educational offers for actors in spatial planning, and reflects the current landscape of educational offers in the mentioned fields.

Bielefeld : transcript Verlag 2023, 240 S. - (Digitale Gesellschaft; 58), Inter- bzw. transdisziplinäre Forschungsarbeit ist im aktuellen Wissenschaftsbereich häufig gängige Praxis, obwohl die Verständnisse über Umfang und Strukturen einer solchen Zusammenarbeit keineswegs einheitlich sind. Die Autor*innen vermitteln anhand eines Virtual-Reality-Trainings für soziale Kompetenzen Einblicke in die Prozesse des gemeinsamen Forschens. In einer Reihe von Gesprächen reflektieren sie über die Ideenfindung zu ihrem Projekt des »Virtual Skills Lab«, die Entwicklung der dazugehörigen Forschungsfrage sowie deren Ausarbeitung in Form der interaktiven Szene. Entlang dieses Beispiels für virtuelles Training werden schließlich praktische Empfehlungen zur Gestaltung der übergreifenden Zusammenarbeit im digitalen Wandel angeboten. (DIPF/Orig.)

Im Zuge der Digitalisierung der Arbeitswelt gewinnt das lebenslange Lernen bzw. die Weiterbildung aufgrund veranderter Anforderungen an berufliche Tatigkeiten an Bedeutung. Der Beitrag geht auf Basis des deutschen Mikrozensus der Frage nach, inwieweit die individuellen Chancen zur Teilnahme an Weiterbildung - uber personliche Merkmale wie Alter, Geschlecht und Qualifikation hinaus - zwischen den deutschen Bundeslandern variieren. Im Mittelpunkt steht der Vergleich zwischen Nordrhein-Westfalen (NRW) und den anderen Bundeslandern. Festgestellt wird, dass Einwohner von NRW mit geringerer Wahrscheinlichkeit an Weiterbildung teilnehmen als Personen mit vergleichbaren individuellen Voraussetzungen in den anderen Bundeslandern. Innerhalb der Erwerbsbevolkerung von Baden-Wurttemberg und Bayern ist die Weiterbildungswahrscheinlichkeit dagegen hoher. Offenbar sind in NRW Branchenschwerpunkte und Berufsstrukturen mit verhaltnismasig geringer Weiterbildungsteilnahme starker vertreten, so dass qualifikationsspezifische Weiterbildungspotenziale nicht ausgeschopft werden. Masnahmen zur Steigerung der Weiterbildungsaktivitat in NRW konnen als Bestandteil der Wirtschaftspolitik darauf abzielen, betriebliche Aktivitatsschwerpunkte starker zu etablieren, in denen das lebenslange Lernen auf verschiedenen Qualifikationsniveaus regelmasig zum beruflichen Alltag gehort.

The COVID-19 pandemic has made access to face-to-face learning opportunities - the most common form of adult learning - impossible. Many firms have scaled back their training investments due to economic uncertainty. One way to fill these gaps is through self-directed learning via the Internet. Learning opportunities via apps and online videos are available flexibly in terms of time and location. But can online learning substitute for the lack of face-to-face courses, especially in the workplace where constant skill updating becomes ever more important? We wanted to know if online learning opportunities were used more in the first months of the pandemic, and if so, for which purposes and by which groups. Using data from the Adult Cohort of the German National Educational Panel Study (NEPS-SC6) and a supplementary web survey conducted in May and June 2020, we show that the work-related use of online learning was stronger in these months than before the crisis. At the same time, however, educational inequalities in the use of such opportunities were larger than before the pandemic. Thus, the expansion of online learning seems to benefit highly educated workers rather than educationally disadvantaged groups. Die COVID-19-Pandemie hat den Zugang zu Lerngelegenheiten in Präsenz - der häufigsten Form des Lernens im Erwachsenenalter - unmöglich gemacht. Viele Betriebe haben auf Grund der wirtschaftlichen Unsicherheit ihre Weiterbildungsinvestitionen heruntergefahren. Eine Möglichkeit, diese Lücken zu füllen, ist das selbstgesteuerte Lernen über das Internet. Lernangebote über Apps oder Online-Videos sind zeitlich und räumlich flexibel verfügbar. Aber können Onlineangebote das Lernen in Präsenz insbesondere in der Arbeitswelt, die von immer stärkeren Lernanforderungen geprägt ist, ersetzen? Wir wollten wissen, ob Online-Angebote in den ersten Monaten der Pandemie verstärkt genutzt wurden, und wenn ja, zu welchem Zweck und von welchen Gruppen. Mit den Daten der Erwachsenenkohorte des Nationalen Bildungspanels (NEPS-SC6) sowie einer Zusatzerhebung, die im Mai und Juni 2020 durchgeführt wurde, können wir zeigen, dass die berufliche Nutzung von Online-Lernangeboten während der ersten Monate tatsächlich stärker war. Gleichzeitig haben sich Bildungsungleichheiten in der Nutzung solcher Angebote jedoch verstärkt. Von der Ausweitung des Online-Lernens scheinen eher Hochgebildete zu profitieren und nicht "bildungsferne" Gruppen.

In dieser Arbeit wurde untersucht, ob und anhand welcher Indikatoren der Weiterbildungserfolg einer beruflichen Weiterbildung durch die Zeit (Kriterium Zeiterfolg) evaluiert werden kann. Daneben wurde untersucht, inwiefern sich diese Indikatoren durch die Rahmen- und Umfeldbedingungen beeinflussen lassen. Für die Evaluation von beruflichen Weiterbildungen existiert eine Vielzahl an Instrumenten. Die meisten davon betrachten den pädagogischen Nutzen einer Weiterbildung oder den monetären. Gerade für Unternehmen ist es wichtig, den Erfolg einer Maßnahme anhand von Kennzahlen zu betrachten, um erkennen zu können, ob sich der Einsatz gelohnt hat und die Maßnahme gegebenenfalls wiederholt werden sollte. Die monetäre Betrachtung weist allerdings Herausforderungen und Grenzen auf. Sie ist in den wenigsten Fällen direkt durch den Teilnehmenden zu erfassen, durch subjektive Einflüsse bei der Umrechnung fehleranfällig und kann nicht immer alle pädagogischen Ergebnisse einer Weiterbildung abbilden. Der Faktor Zeit hingegen spielt im Unternehmensalltag eine immer größere Rolle (Produktlebenszyklen werden kürzer, Tarifparteien verhandeln explizit über den Zeiteinsatz der Mitarbeitenden) und ist strengen Grenzen unterworfen: Im Gegensatz zu Geld ist Zeit nicht speicherbar und verrinnt unaufhörlich. Dafür kann sie, nicht wie Geld, von jedem einzelnen Mitarbeitenden direkt erlebt und erfasst werden. Anhand einer empirischen Untersuchung durch einen Fragebogen wurden Teilnehmende von beruflichen Weiterbildungen regionaler Weiterbildungsanbieter (v. a. IHK Bodensee-Oberschwaben) untersucht. 79 Personen haben einen Vorher- und einen Hinterherfragebogen ausgefüllt. Neben den Indikatoren der Zeit wurden noch Rahmen- und Umfeldbedingungen erhoben, der Zeiteinsatz und parallel ein etabliertes, klassisches Evaluationsinstrument (Q4TE Grohmann und Kauffeld, 2013) erfasst. Die Untersuchungsergebnisse zeigen, dass der Zeiterfolg durch die Befragung der Teilnehmenden erfassbar ist. Allerdings ist auch dieser subjektiven Einflüssen sowie Rahmen- und Umfeldbedingungen unterworfen. Der Zeiterfolg und das etablierte Instrument Q4TE zeigen Zusammenhänge. Daneben gibt es aber auch viele Variablen des Zeiterfolgs, die zusätzliche Erkenntnisse über den Weiterbildungserfolg liefern können. Darüber hinaus scheint der Zeiterfolg weniger von den Umfeldbedingungen beeinflusst zu werden, als der klassische Trainingserfolg des Q4TE. V. a. für repetitive Tätigkeiten scheint sich die Evaluation über den Zeiterfolg besonders zu eignen. Das Zeiterfolg-Instrument kann daher für die Verantwortlichen im Unternehmen, je nach Weiterbildungsziel, eine ergänzende Möglichkeit sein, dieses besser zu erfassen und der sich steigernden Rolle der Zeit im Unternehmenskontext gerecht zu werden., In this work it was examined whether and by which indicators the success of further training can be evaluated by time (success of time criterion). In addition, it was examined to what extent these time indicators can be influenced by the general and environmental conditions. A large number of instruments exist for the evaluation of further training. Most of them consider the educational benefits of further trainings or the monetary ones. It is particularly important for companies to look at the success of a measure using key figures in order to be able to see whether the effort was worthwhile and whether the measure should be repeated if necessary. From a monetary point of view, however, there are challenges and limits. In very few cases it can be recorded directly by the participant, error-prone due to subjective influences during the conversion and cannot always depict all the pedagogical results of a further training. The time factor, on the other hand, plays an increasingly important role in day-to-day business (product lifecycles are becoming shorter, bargaining partners for collective agreements explicitly negotiate the use of work time by employees) and is subject to strict limits: unlike money, time cannot be stored and is constantly running out. Unlike money, it can be directly experienced and grasped by each individual employee. Based on an empirical study using a questionnaire, participants in further training courses from regional training providers (mainly IHK Bodensee-Oberschwaben) were examined. 79 people filled out a before and after questionnaire. In addition to the indicators of the time success criterion, framework and environmental conditions were also surveyed. As did the use of time and, in parallel, an established, classical evaluation instrument (Q4TE from Grohmann and Kauffeld, 2013) was recorded. The results of the study show that the success of time can be recorded by questioning the participants. However, this is also subject to subjective influences as well as framework and environmental conditions. But the success of time seems to be less influenced by the environmental conditions than the classical training success of the Q4TE. The success of time and the established instrument Q4TE show connections. In addition, there are also many variables of success of time that don`t show any connection and therefore can provide additional insights into the success of further training. The evaluation of success of time seems to be particularly suitable for repetitive activities. The time success instrument can therefore be an additional opportunity for those responsible in the company, depending on the further training goal, to record this better and to do justice to the increasing role of time in the company context.

Context: In this study, we attempt to contribute to the scarce evidence about the relationship between perceived labour market insecurity and worker training investments. Drawing on existing research into framing in decision-making, we investigate whether framing the labour market as insecure increases the willingness of workers to invest in training. We also investigate whether this effect is larger when training contract terms are favourable, such as when training is done mostly in an employer’s time, or when no payback clause is included.Approach: Data are gathered through a vignette-study under a sample of senior Dutch students, with experimental manipulation of frames. Respondents are given a questionnaire in which they are asked to imagine themselves working for a fictitious firm (but presented to them as real). The security/insecurity frames are elicited by randomly stressing either the positive or negative side of a series of events related to the labour market position of people working in this firm. Respondents are then asked to respond to five vignettes, each of these a randomly generated combination of training contract terms. For each vignette, respondents are asked to state whether or not they would be willing to go along with the specified training program under the conditions outlined in that vignette. Data are analysed with multilevel logistic regression. Findings: The willingness to train is not invariably greater under an insecurity frame. Instead, we find a crucial interaction: the willingness to train is greater under an insecurity frame when training-contract terms are favourable (e.g when no payback clause is included), but smaller when training-contract terms are unfavourable. Since the positive and negative effects are approximately equal in size, in a balanced design such as ours they cancel each other out, resulting in a close to zero overall effect for the frame variable.Conclusion: Our results suggest that, when workers are aware of the insecurity in their situation, this only makes them more willing to follow training when the risk of losing their investment is low.

Access to further training among adults on the labor market is unequally distributed. In particular, workers in occupations that are likely to be replaced by machines in the future participate less in training. This is mainly because of the job tasks they conduct: workers conducting routine tasks are more likely both to be replaced and to receive less training. As a consequence, technological change may lead to further polarization on the labor market. However, this trend may be cushioned by educational and labor market institutions. In this article, to assess the impact of institutions, the association between job tasks and participation in non-formal job-related training is analyzed in 24 countries from the first and second rounds of the Program for the International Assessment of Adult Competencies (PIAAC). Multilevel regression analysis is applied to test the influence of macro variables on the task gradient in training. The results reveal that tasks are important predictors of training participation in all countries. Comparing the effects across countries, it is found that tracking in initial education increases inequality in training participation owing to abstract tasks. Vocational orientation, on the other hand, reduces the effect. Furthermore, collective bargaining coverage decreases the effects of tasks on training, whereas strong employment protection legislation increases them. This indicates that the inclusiveness of lifelong learning is already influenced by the initial educational system. Strong unions and dynamic labor markets further enhance access to additional training among vulnerable workers. Der Zugang zu Weiterbildung auf dem Arbeitsmarkt ist ungleich verteilt. Insbesondere Beschäftigte in Berufen, die durch Maschinen ersetzt werden können, nehmen seltener an Kursen teil. Dies liegt an den von ihnen ausgeführten Tätigkeiten: Beschäftigte mit Routinetätigkeiten werden mit größerer Wahrscheinlichkeit ersetzt und erhalten auch weniger Weiterbildung. Somit kann der technologische Wandel zu einer weiteren Polarisierung auf dem Arbeitsmarkt führen. Dieser Trend könnte von Bildungs- und Arbeitsmarktinstitutionen abgefedert werden. Um die Auswirkungen von Institutionen zu erforschen, wird in diesem Beitrag der Zusammenhang zwischen Tätigkeiten und der Teilnahme an non-formalen berufsbezogenen Weiterbildungen in 24 Ländern aus den ersten beiden Runden des „Program for the International Assessment of Adult Competencies“ (PIAAC) analysiert. Es wird eine Mehrebenenregressionsanalyse angewendet, um den Einfluss von Makrovariablen auf den Tätigkeitsgradienten in der Weiterbildungsteilnahme zu testen. Die Ergebnisse zeigen, dass Tätigkeiten wichtige Prädiktoren für die Teilnahme an Weiterbildungskursen in allen Ländern sind. Im Ländervergleich wird deutlich, dass die frühe Zuordnung zu Schulzweigen die Ungleichheit bei der Teilnahme an Weiterbildung, die durch Tätigkeiten entsteht, erhöht. Eine Ausrichtung auf Berufsausbildung hingegen mindert den Effekt. Darüber hinaus werden die Auswirkungen von Tätigkeiten auf die Weiterbildungsteilnahme durch Tarifbindung verringert, während sie durch Kündigungsschutz verschärft werden. Dies zeigt, dass die Ungleichheit beim lebenslangen Lernen bereits durch das Erstausbildungssystem beeinflusst wird. Außerdem verbessern Gewerkschaften und dynamische Arbeitsmärkte den Zugang von schwachen Beschäftigtengruppen zu Weiterbildung.

Das Matthäus-Prinzip wurde für die Weiterbildungsbeteiligung nachgewiesen, nicht aber für das Weiterbildungsvolumen im Kontext von Numeralität. Aufgrund der Verwobenheit mit sozialen Kontexten ist Numeralität unabhängig vom Bildungsabschluss ein relevanter Prädikator für das Weiterbildungsverhalten. Mittels eines internationalen Vergleichs, basierend auf PIAAC-Daten, verweist der Beitrag auf eine Umkehr des Matthäus-Effekts für Weiterbildungsvolumina. Im OECD-Durchschnitt und in der Mehrzahl der nordischen Länder nehmen weiterbildungsaktive Erwachsene mit geringer Numeralität mehr Weiterbildungsstunden wahr als jene mit hohen numeralen Kompetenzen. Die Ergebnisse deuten auf die Relevanz wohlfahrtsstaatlicher Kontexte für die (Um)Verteilung von Weiterbildungszeit. The Matthew Principle was demonstrated for participation in further education, but not for the volume of further education in the context of numeracy. Due to its interdependence with social contexts, numeracy is a relevant predictor of further training behaviour irrespective of educational attainment. By using an international comparison based on PIAAC data, the article points to a reversal of the Matthew effect for further education volumes. In the OECD average and in the majority of the Nordic countries, adults with low numeral competence who are active in further education perceive more hours of further education than those with high numeral competence. The results point to the relevance of welfare state contexts for the (re)distribution of further education time.

Context: This study is about vocational education and training for adults within municipal adult education (MAE). Sweden has a long tradition of adult education, and has one of the world's highest proportions of participants in adult education. The Swedish education system is characterised by extensive marketisation with many private actors, particularly in adult education. The focus of this article is on the enactment of the market orientation in vocational adult education, with the purpose of showing how vocational adult education is organised in different ways in Swedish municipalities and how national adult education policy is enacted in local VET practices. Methods: The data consist of documents presenting relevant national policies for adult education, in particular on vocational education, and semi-structured interviews with adult education leaders in 20 municipalities. Findings: The findings show that MAE in Sweden has a clear labour market focus on offering education that corresponds to working life's labour requirements. Most municipalities have a shortage of staff in elderly care and childcare, which is why they offer a large number of training places in these professions. Many immigrants choose these training programmes to get a job. It is also common for municipalities to offer these training programmes in combination with SFI (Swedish for immigrants). This means that MAE fulfils an important function for integration. VET in MAE is offered as school-based training, apprenticeships or distance education. Offering VET at a distance makes it possible to provide a wider range of training programmes, and enables people who have difficulties participating in on-site training (due to commitments such as work or young children) to take part. Apprenticeship training provides work experience and often leads to employment. However, a weak interest in apprenticeship training among students and difficulties finding apprenticeship placements are examples of reasons why the number of apprenticeships is often very limited. Conclusion: Swedish MAE is characterised by flexibility and a broad supply of courses. However, there is a clear focus on certain vocational areas – mainly within the municipal organisation. This gives reason to question whether publicly funded VET for adults should mainly prepare participants for publicly funded labour-market sectors, or whether other sectors could also benefit from newly trained adults. Since vocational training within MAE is of great importance for immigrants' establishment in the labour market, there is a risk that unilateral investments in certain vocations will limit immigrants' career opportunities.

International journal for research in vocational education and training 9 (2022) 2, S. 146-166, Context: This research was conducted in the context of Finnish vocational education and training (VET) teacher training. The teacher training was work-based, meaning that each teacher trainee was already working as an unqualified VET teacher. Workplaces were comprehensively utilised as the learning environment, with teacher training support also being provided in the form of contact days, webinars, and online learning activities. Approach: We aimed to explore the main components of information and communications technology (ICT) competencies among vocational teacher trainees within work-based training and also to reveal the supportive and challenging factors related to developing ICT competencies within the training. Overall, 44 vocational teacher trainees participated in our study. The data were analysed via qualitative content analysis. Findings: Six main ICT competence components were identified during the work-based training: (1) The use and creation of digital learning materials, (2) the planning and use of digital learning environments, (3) synchronous digitally enhanced teaching, (4) general ICT competencies, (5) digital interaction, and (6) digital assessment. The development of teachers' ICT competencies was supported by their own active use of ICT and by experimenting with the ICT software and ideas presented by the teacher training staff. Challenging factors in ICT development included the continuous feeling of haste and the lack of time in the workplace, as well as the failure to recognise prior ICT competencies within the teacher training. This could limit the development of ICT competencies. Conclusions: Work-based VET teacher training has the potential to develop teacher trainees' ICT competencies because it allows immediate implementation and experimentation with regard to new ICT ideas and tools. By aligning this research with prior research, it is possible to construct a comprehensive ICT competence framework to support VET teacher training and workplace development. (DIPF/Orig.)

Zur Vorbereitung des Jahresgutachtens 2022/2023 des Sachverständigenrats zur Begutachtung der gesamtwirtschaftlichen Entwicklung wurde das IAB um seine Expertise zur Bedeutung und Weiterentwicklung der beruflichen Weiterbildung gebeten – insbesondere in Zusammenhang mit der technologischen und ökologischen Transformation der Wirtschaft, wodurch zukünftig sowohl auf der einen Seite zahlreiche zusätzliche Fachkräfte gebraucht werden und auf der anderen Seite bestimmte Arbeitsstellen wegfallen werden. Die Erkenntnisse, die das IAB im Herbst 2022 hierzu vorgelegt hat, werden in der vorliegenden Stellungnahme zusammengefasst., IAB-Stellungnahme

In recent years, numerous studies and experiences have been developed in the field of teacher education that promotes professional development. These include works that manage to create and maintain a network, a community of practice or other forms of collaborative work among teachers, whether from the same educational level or from different institutions and levels. Most of these are joint work experiences carried out around the practical component in initial teacher training in which a methodology is used that falls within the broad field of qualitative research. Although all these studies reveal a field of work in which the productive relationships among the university, the educational centers, and their community are evident, none have addressed the professional growth of teachers through bidirectional training exchange between public early childhood and primary education centers and the university. This is a new format or formula that has proven to be effective and that allows further progress to be made in the field of initial and continuing teacher training. Aware of the benefits derived from this, the University of Granada (Spain) launches an initiative in the 2020-2021 academic year with the implementation of the experimental program HERMES. The main purpose is to create networks and working groups between teachers from schools and universities to facilitate the implementation of joint training, innovation and/or research projects in the next academic years. The bidirectional training stays between the educational center and the university give the Program an innovative profile within our country. This paper focuses its attention on it.

The education system is one of the crucial institutional arrangements that shape young people's school-to-work transition. This chapter explores to what extent different aspects of education systems across countries are associated with the likelihood to become long-term NEET. The way the vocational education and training is organised differs across countries. The way education systems are providing vocational education and training depends on the combination of school- and work-based education. The chapter suggests a significant interaction with gender; women living in countries with highly stratified education systems are more likely to become long-term NEET compared to males living in countries with highly stratified education systems.

International journal for research in vocational education and training 9 (2022) 2, S. 239-268, Context: Often, vocational education and training (VET) professionals are not systematically prepared for their demanding, mostly diverse and complex tasks. Professional development can be understood as an enlargement of competencies that arise as opportunities in daily work. This study, embedded in a funded research project, focuses on VET professionals and their professional development. The research question is as follows: What challenges and problems regarding their professional development, as well as possible solutions, are described by training professionals in VET in Germany? Approach: The goal of this study is to discover what challenges VET professionals face and how they cope with them. Accordingly, this research was formalised with the following components: (A) An explorative study with group discussions (N = 53 participants in six groups) and (B) result validation with German VET experts (N = 10). The data were recorded, transcribed and analysed using qualitative content analysis. Results: Using a theory-based category system, the group discussion results were summarised in 12 systematic, organisational- and individual-level statements. The statements indicated that despite the necessity of formal professional development in the area of further training, most VET professionals must still be able to profit from offers at or below the German Qualification Framework (DQR) level 5. Many VET professionals ultimately sought visible recognition of their activities or personal commitment with regard to pedagogical and company-economic functions. The 10 VET experts also evaluated the 12 statements as important. Conclusion: The results of this study show that there is a huge need for qualification and learning opportunities for VET professionals. The demand is mostly for modern, tried-and-tested concepts and central themes, such as action and competency orientation, practice and transfer orientation, individual and structural reflection, media competency and learning support in all formats and at all levels. (DIPF/Orig.)

Bildung und lebenslanges Lernen eröffnen Möglichkeiten der gesellschaftlichen Teilhabe und der individuellen Weiterentwicklung. So kann die Teilnahme an Fort- oder Weiterbildungen Partizipationsmöglichkeiten auf dem Arbeitsmarkt erhalten oder verbessern. Darüber hinaus ist die Bildungsbeteiligung von Menschen im höheren Erwachsenenalter aber auch eine Facette des Aktiven Alterns als Leitbild zur Förderung eines gesunden und selbstbestimmten Alterns. Das Fact-Sheet betrachtet die Bildungsbeteiligung von Menschen in der zweiten Lebenshälfte anhand von zwei Dimensionen: der beruflichen Fort- und Weiterbildung als Bildungsbeteiligung im Rahmen der Erwerbsarbeit und der Teilnahme an Kursen und Vorträgen als Bildungsbeteiligung außerhalb der Erwerbsarbeit. Kernaussagen: Über die Hälfte der erwerbstätigen Menschen im Alter von 46 bis 65 Jahren hat in den letzten drei Jahren an beruflichen Weiterbildungen teilgenommen. Als Hauptzweck der beruflichen Weiterbildung wird die Erweiterung beruflicher Kenntnisse, um zusätzlich Aufgaben übernehmen zu können, angegeben, gefolgt von der Auffrischung veralteter beruflicher Kenntnisse und dem Erlernen des Umgangs mit neuen Techniken wie neuen Maschinen oder Programmen. Drei Fünftel der älteren Erwerbstätigen können sich vorstellen, künftig eine berufliche Weiterbildung zu absolvieren. Bei den 46- bis 55-Jährigen ist die Weiterbildungsbereitschaft mit über zwei Dritteln besonders ausgeprägt, aber auch von den 55- 65-Jährigen ist noch knapp die Hälfte hierzu bereit. Ein Drittel der Menschen in der zweiten Lebenshälfte gibt an, in ihrer Freizeit Kurse oder Vorträge zur Fort- oder Weiterbildung zu besuchen. In höherem Alter ist der Anteil derjenigen, die Kurse oder Vorträge besuchen, geringer, allerdings machen auch bei den 75- bis 90-Jährigen noch 15 Prozent von dieser Fort- oder Weiterbildungsmöglichkeit Gebrauch. Personen im Ruhestandsalter nehmen zwar anteilig seltener an Kursen oder Vorträgen teil als Personen im Erwerbsalter, wenn sie teilnehmen, dann allerdings mit höherer Frequenz.

International journal for research in vocational education and training 9 (2022) 2, S. 195-215, Context: Swedish Higher Vocational Education (HVE) is organised as state-funded programmes provisioned by both public and private education providers in close relation to employers. In HVE programme managers have responsibilities like those that often are vested in vocational teachers. They are responsible both for the day-to-day work of provision and the continuous development of the programme and its syllabi. This article presents a study investigating the work of programme managers, focusing on their work with creating and updating syllabi and on their work organising the students' training. Methods: Five programme managers responsible for five diverse HVE programmes have been interviewed and the syllabi of these programmes have been examined. The analysis is based on a Bernsteinian theoretical perspective focusing on recontextualisation of knowledge for pedagogic discourse by different stakeholders as agents who have different basis for their actions. The study first establishes what knowledge make up the programmes to inform the understanding of what training the programme managers are tasked with organising, then examines how the programme managers take part in selecting knowledge for course syllabi, and how they organise the teaching of these syllabi in in their programmes. Findings: The knowledge that has been recontextualised for pedagogic discourse in the studied programmes is most often vocationally specific or context bound in relation to a particular occupational field. The syllabi are related to clearly defined jobs. The findings highlight how practice thus in several ways may be difficult for programme managers without work experience in the relevant occupational field or knowledge in relation to it. Not only in the work of forming and updating curricula, but also as they must be able to navigate the relevant sector of business and industry to engage appropriate employers for collaborations and to hire teaching staff. Conclusion: The findings presented in this article show that local autonomy allows for major differences regarding knowledge in syllabi and the organisation of learning between programmes within the same nationally organised VET system. This is salient even with a small number of programmes having been studied. This strongly support the importance of examining what happens in autonomous local contexts of VET provision and asking who has influence over publicly funded education in this sort of contexts, and on what these stakeholders base their actions. (DIPF/Orig.)

Purpose: The present study seeks to examine the efficacy of different training modalities on increasing workplace learning, representatives' intent to transfer what they learned into their work, and importantly how training impacts actual work performance. These relationships are tested in the context of a Chinese division of a multinational pharmaceutical company, where pharmaceutical representatives are tasked with relaying relevant efficacy and safety information on pharmaceutical products to health care professionals who prescribe them to patients. Methods: The present study employed a three-group between-subjects experimental design. Representatives received varying forms of training (instruction only, instruction plus reflection, and instruction, reflection, plus direct feedback) based on experimental conditions. After three training sessions over the course of six weeks, representatives were assessed on how much they learned in the training and their actual work performance through observer assessment of meetings with health care professionals, facilitated by the representatives. Findings: In this study, it was found that the process of actively reflecting on what was learned in training led to increased learning, as well as increased performance, compared to simply studying the material. However, receiving direct feedback on training performance, combined with active reflection training, did not provide any further benefits in terms of learning or work performance. Notably, there were no differences in intent to transfer learned material to work, as all conditions reported high levels of transfer intention. Conclusion: The finding provides insightful evidence to support the benefits of fostering trainees' active reflections for work-based learning in the Chinese industry training scenario. In contrast, receiving direct comments on how students performed from a manager or trainer, as well as advise on how do better in the future, had no effect on increasing learning or performance. Although the effect of direct feedback is not statistically significant in this context, further research should be done in understanding individuals' thoughts and behaviors when received direct feedbacks received in workplace training. Relatively little workplace research has assessed both workplace learning and performance in the same study, specifically in the Chinese context. While training efficacy likely varies across cultures to begin with, compensation structures in China do not provide the same monetary incentives for workplace learning (i.e. chance to increase income) as Western culture. This means that any way to increase workplace learning should be of extra value, as employees otherwise may not engage in it at all.